Teachers’ perceived work ability : a qualitative exploration
using the Job Demands-Resources model

J 2024

Teachers’ perceived work ability : a qualitative exploration using the Job Demands-Resources model

HLAĎO, Petr a Klára HARVÁNKOVÁ

Základní údaje

Originální název

Teachers’ perceived work ability : a qualitative exploration using the Job Demands-Resources model

Autoři

HLAĎO, Petr a Klára HARVÁNKOVÁ

Vydání

Humanities & Social Sciences Communications, London, Springer Nature, 2024, 2662-9992

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

50301 Education, general; including training, pedagogy, didactics [and education systems]

Stát vydavatele

Velká Británie a Severní Irsko

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Impakt faktor

Impact factor: 3.600

Označené pro přenos do RIV

Ano

Kód RIV

RIV/00216224:14210/24:00135579

Organizační jednotka

Filozofická fakulta

Klíčová slova anglicky

perceived work ability; JD-R model; job demands; personal resources; occupational health; work-family conflict

Štítky

rivok

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 4. 4. 2025 11:26, Mgr. et Mgr. Stanislav Hasil, Ph.D.

Anotace

V originále

Teaching is a highly demanding profession; therefore, it is necessary to address how teachers cope with the demands of their job and how these demands affect their work ability. This study aims to investigate teachers’ perceptions of work ability and the underlying mechanisms through which job demands influence their perceived work ability. The Job Demands-Resources (JD-R) model serves as the theoretical framework for this investigation. A qualitative approach was employed, utilizing in-depth interviews with a sample of 14 upper secondary school teachers in the Czech Republic. The teachers had an average age of 46.9 years (SD = 9.22). The findings revealed a limited awareness among teachers regarding the holistic nature of work ability. Job demands emerged as a factor indirectly impacting perceived work ability through the health impairment process. High job demands and obstacles contributed to teacher stress, resulting in fatigue, impaired physical or mental health, and reduced perceived work ability. Moreover, the study showed how tough job demands extend beyond the professional realm, leading to work-family conflicts that further impair work ability. This study provided empirical support for the inclusion of perceived work ability as an outcome influenced by job demands within the JD-R model. Additionally, it emphasized the need for a comprehensive framework that considers both organizational and individual factors in both work and non-work domains to effectively investigate perceived work ability among teachers.

Návaznosti

GA23-05312S, projekt VaV

Název: Výzkum vnímané pracovní schopnosti u učitelů 2. stupně základních škol

Investor: Grantová agentura ČR, Výzkum vnímané pracovní schopnosti u učitelů 2. stupně základních škol

LX22NPO5101, projekt VaV

Název: Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik (Akronym: SYRI)

Investor: Ministerstvo školství, mládeže a tělovýchovy ČR, Národní institut pro výzkum socioekonomických dopadů nemocí a systémových rizik, 5.1 EXCELES

Přiložené soubory

Hlado_et_al-2024-Humanities_and_Social_Sciences_Communications.pdf

Citovat

HLAĎO, Petr a Klára HARVÁNKOVÁ. Teachers’ perceived work ability : a qualitative exploration using the Job Demands-Resources model. Humanities & Social Sciences Communications. London: Springer Nature, 2024, roč. 11, č. 1, s. 1-10. ISSN 2662-9992. Dostupné z: https://doi.org/10.1057/s41599-024-02811-1.

@article{2378997,
   author = {HLAĎO, Petr and Harvánková, Klára},
   article_location = {London},
   article_number = {1},
   doi = {https://doi.org/10.1057/s41599-024-02811-1},
   keywords = {perceived work ability; JD-R model; job demands; personal resources; occupational health; work-family conflict},
   language = {eng},
   issn = {2662-9992},
   journal = {Humanities & Social Sciences Communications},
   title = {Teachers’ perceived work ability : a qualitative exploration using the Job Demands-Resources model},
   url = {http://dx.doi.org/10.1057/s41599-024-02811-1},
   volume = {11},
   year = {2024}
}

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AU  - HLAĎO, Petr - Harvánková, Klára
PY  - 2024
TI  - Teachers’ perceived work ability : a qualitative exploration using the Job Demands-Resources model
JF  - Humanities & Social Sciences Communications
VL  - 11
IS  - 1
SP  - 1-10
EP  - 1-10
PB  - Springer Nature
SN  - 26629992
KW  - perceived work ability
KW  - JD-R model
KW  - job demands
KW  - personal resources
KW  - occupational health
KW  - work-family conflict
UR  - http://dx.doi.org/10.1057/s41599-024-02811-1
N2  - Teaching is a highly demanding profession; therefore, it is necessary to address how teachers cope with the demands of their job and how these demands affect their work ability. This study aims to investigate teachers’ perceptions of work ability and the underlying mechanisms through which job demands influence their perceived work ability. The Job Demands-Resources (JD-R) model serves as the theoretical framework for this investigation. A qualitative approach was employed, utilizing in-depth interviews with a sample of 14 upper secondary school teachers in the Czech Republic. The teachers had an average age of 46.9 years (SD = 9.22). The findings revealed a limited awareness among teachers regarding the holistic nature of work ability. Job demands emerged as a factor indirectly impacting perceived work ability through the health impairment process. High job demands and obstacles contributed to teacher stress, resulting in fatigue, impaired physical or mental health, and reduced perceived work ability. Moreover, the study showed how tough job demands extend beyond the professional realm, leading to work-family conflicts that further impair work ability. This study provided empirical support for the inclusion of perceived work ability as an outcome influenced by job demands within the JD-R model. Additionally, it emphasized the need for a comprehensive framework that considers both organizational and individual factors in both work and non-work domains to effectively investigate perceived work ability among teachers.
ER  -

HLAĎO, Petr a Klára HARVÁNKOVÁ. Teachers’ perceived work ability : a qualitative exploration using the Job Demands-Resources model. \textit{Humanities \&{} Social Sciences Communications}. London: Springer Nature, 2024, roč.~11, č.~1, s.~1-10. ISSN~2662-9992. Dostupné z: https://doi.org/10.1057/s41599-024-02811-1.

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